For my Service Learning Project, I created a lesson plan on natural ecology in winter to enhance environmental education in an elementary school in Northfield. Natural ecology is a topic well suited to environmental education. Its broad scope allows a lesson plan to highlight the inter-connectedness of the environment. Ecology is an adaptable topic, and fits very well within the local context. Ecology touches on many of the issues inherent in global environmental concerns: interdependence of environmental factors, wise resource use, and stewardship and appreciation of the environment. Ecology is perfect for elementary students because it brings global issues into a meaningful scope for them.

I chose to focus on ecology in winter for a couple reasons. Little material exists on the topic, particularly for young children, and thus it seemed useful to address this gap. In addition, I wanted to work to change a common perception that winter is a “dead” time of year, and by extension uninteresting and unimportant as well. In fact, the outdoors in winter is none of these things.

Environmental education is a powerful tool for making a difference at the local level concerning global environmental problems. Change has to begin at the local level, and its best chance of success is with the young generation. Environmental education teaches children about their local natural surroundings, and helps foster a “sense of place”, so that they care about the land and the environment. As they learn about a place, they have a basis for envisioning a better world. My goal in creating a teacher’s manual and lesson plan on natural ecology in winter is to provide a teaching tool that will enhance the degree to which students are able to connect with and understand their local environment.

I explored several different schools in order to find one that would work as a pilot school. A pilot school was useful because I could be confident that the material would be used, and I could particularly tailor the manual to an individual school. I ended up writing the manual for the Village School, a K-8 charter school in Northfield. They were very receptive to the idea, and already make an effort to include environmental education in their curriculum; I felt confident that my material will actually be put to use. I scheduled a meeting with the science teacher for the school, who outlined his interests and gave me background about the school. One of the relevant things I learned is that the school will be moving to a new location next year. I had the opportunity to visit the new site and walk around the property. This greatly strengthened my manual because I was able to design it around the flora and fauna I knew were present.

The outcome of my project is a booklet entitled: A Guide to Natural Ecology in Winter: teacher’s manual and lesson plan. It was written particularly for grades 3-5, but the material can be modified slightly to become applicable for all grades. It is arranged in five units: trees, herbaceous plants, insects, mammals, and birds. Each unit seeks to emphasize the year-round importance, vitality and interest of our natural surroundings through a variety of activities, indoors and outdoors, as well as lesson ideas. The booklet will be used by the school’s science teacher as a future resource.

Working with the science teacher at the Village School was a good experience. His manifest excitement with the project was gratifying, and he was helpful in communicating his needs and interests. It would have been great to be involved in the implementation of the lesson plan as well, but time was a limiting factor. Another drawback of my approach is that my project reaches only a limited number of students. To balance this, however, I was able to create a lesson plan which is specifically adapted to this school’s program.

This project combined my previous experience in environmental education and my knowledge of many aspects of winter ecology, and gave me a way to share this knowledge with the students of this community. As with any educational material, this booklet represents merely a starting point. It is by no means comprehensive, neither the categories themselves nor the content. It is my hope that this material will be expanded upon by the teachers who use it and shared among themselves. In this way, this unit can reach an even broader audience of students, broadening the scope of meaningful change that is accomplished.